Hoshin Planning (Kanri). The Application of a TQM/QI Model to a College or University Environment A Brief Illustration. Origins.
Hoshin Planning (Kanri)
The Application of a TQM/QI Model to a College or University Environment
A Brief Illustration
IF YOU COULD DO JUST ONE THING TO IMPROVE STUDENT LEARNING AND/OR THE LEARNING ENVIRONMENT AT LOUISBURG COLLEGE,
WHAT WOULD YOU DO?
Although the question had a narrow focus, it was intentionally designed to invite suggested improvements related to each of the separate strategic directions of Louisburg College.
EXAMPLE: Although the academic purposes of Louisburg College were assumed, the existing strategic directions of Louisburg College did not include a strategic direction that focused intentionally on the academic purposes of Louisburg College.
Small institutions might choose to work with the college community as a whole.
The president of Louisburg College invited all professional members of the faculty and staff to gather on reading day (December 8) 2005 to consider a single question
If you could do “just one thing” to improve student learning and/or the learning environment at Louisburg College, what would you do?
1 [least important] to each item in each cohort
Hoshin Assessment and PlanningThe LC Ranking Process: Step 2
COLUMN A: Each participant was asked to assign a weight from 0 to 5 for each of the 130 items. The higher the weight (5), the more important that item is to the participant
COLUMN B: Each participant was asked to assign a cohort ranking for each item in each original cohort, with the highest ranking in each cohort equated to the number of items within that cohort and moving downward.
COLUMN C: Each participant was asked to rank his/her top 15 suggested improvements overall, starting with the number 15 and working downward
Based on the values placed in columns A, B, and C, values are determined for the Calculated Cohort Value (Column A times Column B), and the Calculated Overall Value (Column A times Column C). If no value is assigned for column C, then there will be no Calculated Overall Value. If 0 is assigned for the weight in column A, there will be no Calculated Cohort Value and Calculated Overall Value.
The Cohort Factor is used to equalize and rank scores between the various cohorts. Since the highest number of items among the cohorts was 21, the number 21 is used (always) as the numerator of the Cohort Factor. The denominator is the number of items within the selected item cohort. The Cohort Factor Value is the decimal representation of the Cohort Factor.
After all surveys have been entered, the Cohort Average is calculated to indicate the mean of that item. The Weighted Cohort Average is the product of the Cohort Average and the Cohort Factor Value. The Final Cohort Rank is based on the chronological rank within the cohort. The higher the Final Cohort Rank value is, the more important it is within that cohort.
After all surveys have been entered, the Weighted Overall Average is calculated to indicate the mean of that item. The Final Overall Rank is based on the chronological rank when compared to all survey items. There were a total of 130 items on the 2006 Louisburg College Hoshin Assessment and Planning questionnaire. A value of 130 for the Final Overall Rank would indicate the item of highest importance to survey participants.
The Cohort Average, Weighted Cohort Average, and Weighted Overall Average along with Final Cohort Rank and Final Overall Rank are shown together in the chart for the selected items. The chart above is sorted by the Weighted Overall Average column from highest to lowest value and the Final Overall Rank is then assigned based on the number of surveyed items.
FS—to improve financial strength
CF—to improve campus facilities
MC—to manage enrollment
PA—to create a purposeful academic community
LP—to develop a regionally-recognized LD program
LE—to maintain a civil and supportive learning environment
IT—to improve information technologies
HR—to improve communications, both internal and external
UM—to strengthen the relationship with the congregations of The United Methodist Church
Codes (and duplicate codes) were also assigned to facilitate programmatic/administrative sorts, e.g. an academic sort
Example: IT 405
TO TRANSFORM ALL CLASSROOMS INTO MASTER CLASSROOMS
Example: MV 610 [Slide A]
TO MAKE CAMPUS CIVILITY A CAMPUS-WIDE PRIORITY
[December 2006—next slide]
Progress to Date: Effective December 2006
Ranking of Suggestions for Improving
The Freshman-Year Experience
By Members of the Faculty and Professional Staff
Total Participants (Voluntary): 85
A quality improvement initiative conducted
in collaboration with
The Policy Center on the First Year of College
And The Pew Charitable Trusts
Among other things, COC/SACS expects the QEP:
Hoshin Planning can be a highly effective tool when used to achieve these two goals.
A DESIGNATED REPRESENTATIVE
CHOSEN BY THE GROUP
WILL REPORT THE TOP SUGGESTIONS (4-10, HIGHEST TO LOWEST) TO THE ASSEMBLY
OF WORKSHOP PARTICIPANTS